1. CARAP FREPA A Framework of Reference for Pluralistic Approaches to Languages and Cultures

2. An example of teaching material (YOU are the learners!) First step Pair work ! Viel Spaß !

3. An example of teaching material (YOU are the learners!) First step Have a look at the keys !!!

4. An example of teaching material – YOU are the learners! An example of teaching material YOU are the learners! What kind of knowledge / attitudes / skills can be developed by this activity ? Pair work again!

5. An example of teaching material – YOU are the learners! An example of teaching material YOU are the learners! What kind of knowledge / attitudes / skills can be developped by this activity ? ? Not yet !!! Just keep your notes for later ! We should first ask ourselves what kind of approach has been used in this activity…

6. An example of teaching material – YOU are the learners! An example of teaching material (YOU are the learners!) What kind of knowledge / attitudes / skills can be developed by this activity ? The term pluralistic approaches to languages and cultures refers to didactic approaches which use teaching / learning activities involving several (i.e. more than one) varieties of languages or cultures Was it the case in the material you have just used ? Which kind of approach?

7. An example of teaching material – YOU are the learners! An example of teaching material (YOU are the learners!) What kind of knowledge / attitudes / skills can be developed by this activity ? Which kind of approach? Pluralistic approaches to languages and cultures

8. Language teaching methodology has seen the emergence of four pluralistic approaches over the past thirty years: awakening to languages; intercomprehension of related languages; intercultural approach; integrated didactic approach to different languages studied. … which all correspond to this definition and which we decided to subsume under the term « Pluralistic approaches ».

9. Four pluralistic approaches Let us give a short presentation of the other approaches: The intercultural approach is relatively well- known (even if it is not always employed in conformity with its fundamental principles).

10. Awakening to languages (also known as Language awareness): Defined as an approach in which some of the learning activities are concerned with languages which the school does not intend to teach. Of course not concerned exclusively with such languages : also language of schooling and any other language “learnt”. Integrates all sorts of other linguistic varieties – from the environment, home languages of pupils, … from all over the world… Isn’t it what we did … ? Languages of Guyana…

11. Awakening to languages (also known as Language awareness): -Was designed principally as a way of welcoming schoolchildren into the world of linguistic diversity and the diversity of their own languages at the beginning of school education … -Also as a driver towards fuller recognition of the languages “brought” into the school by allophonic children.

12. Intercomprehension of related languages: … when several languages of the same linguistic family (Romance, Germanic, Slavonic languages, etc.), are studied in parallel, with a systematic focus on receptive skills (development of comprehension being seen as the most tangible way of using the knowledge of a related language to learn a new one). For languages related to the learner’s mother tongue or the language of schooling / related to a language already learnt.

13. Integrated didactic approach to different languages studied: … directed towards helping learners to establish links between a limited number of languages - those which are taught within the school curriculum. Goal: to use the first language (or the language of schooling) as a springboard to make it easier to acquire a first foreign language, then to use these two languages as the basis for learning a second foreign language (+ mutual support between languages going in both directions). Is also present in certain approaches to bilingual (or plurilingual) education, which seek to identify and optimise relationships among the languages used.

14. Integrated didactic approach to different languages studied: … directed towards helping learners to establish links between a limited number of languages - those which are taught within the school curriculum. Goal: to use the first language (or the language of schooling) as a springboard to make it easier to acquire a first foreign language, then to use these two languages as the basis for learning a second foreign language (+ mutual support between languages going in both directions). Is also present in certain approaches to bilingual (or plurilingual) education, which seek to identify and optimise relationships among the languages used. OK ? Back to the objectives you have imagined..

15. An example of teaching material YOU are the learners! FREPA – Competences and Ressources What kind of knowledge / attitudes / skills can be developped by this activity ? From teaching material to descriptors FREPA – Competences and resources A systematic presentation of competences and resources (knowledge, attitudes, skills) which can be developed by pluralistic approaches. (The very heart of FREPA/CARAP)

16. An example of teaching material – YOU are the learners! An example of teaching material YOU are the learners! What kind of knowledge / attitudes / skills can be developped by this activity ? FREPA – Competences and Ressources From teaching material to descriptors FREPA – Competences and resources A systematic presentation of competences and resources (knowledge, attitudes, skills) which can be developed by pluralistic approaches. (The very heart of FREPA/CARAP) We should be able to locate your findings among the descriptors of resources listed by FREPA !

17. An example of teaching material – YOU are the learners! An example of teaching material YOU are the learners! What kind of knowledge / attitudes / skills can be developped by this activity ? FREPA – Competences and Ressources From teaching material to descriptors Your findings ? …………………. On y va ? Ikimashô ka? http://carap.ecml.at/Keyconcepts/Whataredescriptorsofresources/tabid/2654/language/en-GB/Default.aspx

18. An example of teaching material – YOU are the learners! An example of teaching material YOU are the learners! What kind of knowledge / attitudes / skills can be developped by this activity ? FREPA – Competences and Ressources From teaching material to descriptors What am I exactly aiming at ? Precising my teaching objectives…. Finding further objectives ? (Food for thought !) CARAP / FREPA can help you !!!

19. CARAP/FREPA descriptors are available in three versions In the brochure « FREPA – Competences and resources » = the same on paper FREPA – Tables of descriptors accross the curriculum. Omoshiroi desu yo ! = what you have just seen ! Web page on line

20. Wahoo !!! Well, they say « approximate » !!

21. And what about competences ? Conceptual background of CARAP / FREPA - Competences are linked to situations, to complex tasks which have social relevance; they are in this way “situated”; are units with a degree of complexity; call on different internal "resources" (generally a mix of knowledge, attitudes and skills) and external resources (dictionaries, mediators, etc.). - Resources (= “internal resources”) belong to the domain of cognitive (and developmental) psychology; can be taught in situations/ tasks which are at least partly decontextualised.

22. The CARAP / FREPA describe essentially two levels of competences: The competence to manage linguistic and cultural communication within a context of otherness; The competence of constructing and developing a pluralistic repertoire of languages and cultures. (More details in FREPA/CARAP publications)

23. What can we do, once we have discovered in CARAP / FREPA descriptors of resources we find relevant for our learners ??? How strange ! They have never heard about FREPA – Online teaching materials !!!

24. An example of teaching material – YOU are the learners! An example of teaching material YOU are the learners! What kind of knowledge / attitudes / skills can be developped by this activity ? FREPA – Competences and Ressources From teaching material to descriptors From descriptors to teaching materials Research in Database Online teaching materials Other Teaching materials… I find it crazy !!

25. It is still available in two formats.. Just because the new data base is still under development !

26. You find the material trough the use of Word search tool Let’s have a look at the new database… http://carap.ecml.at/Teachingmaterials/Publications/tabid/2700/language/ en-GB/Default.aspx

27. Oh yes ! … Let’s have a look at the new database… It is so funny ! http://carap.ecml.at/Teachingmaterials/Publications/tabid/2700/language/en-GB/Default.aspx

28. Will be available ! Let’s have a look !

30. With activities…

32. An example of teaching material – YOU are the learners! An example of tachina material YOU are the learners! What kind of knowledge / attitudes / skills can be developped by this activity ? FREPA – Competences and Ressources From teaching material to descriptors From descriptors to teaching materials Which kind of approach? Pluralistic approaches to languages and cultures Other Teaching materials… Research in Database Online teaching materials Our last step !…

33. An example of teaching material – YOU are the learners! An example of teaching material YOU are the learners! What kind of knowledge / attitudes / skills can be developped by this activity ? FREPA – Competences and Ressources From teaching material to descriptors From descriptors to teaching materials More about Pluralistic approaches Which kind of approach? Pluralistic approaches to languages and cultures Other Teaching materials… Research in Database Online teaching materials

34. More about Pluralistic approaches The pluralistic approaches are based on discarding the “compartmentalised” view of the individual’s linguistic and cultural competence(s). This rejection is a logical consequence of the way in which plurilingual and pluricultural (or intercultural) competence is represented by the Common European Framework of Reference. This competence is not a collection of distinct and separate competences but a plurilingual and pluricultural compe- tence encompassing the full range of the languages available to the individual.

35. More about Pluralistic approaches The pluralistic approaches constitute the essential link between all didactic attempts which seek to facilitate the continuous development and enrichment of individual learners’ plurilingual and pluricultural competence. With this development in mind, these approaches take into account all the existing competences, present within or outside the educational environment. As far as educational goals are concerned, these approaches represent a decisive tool for the development of what the Guide for the development of language education policies in Europe calls education for plurilingualism.

36. … and soon available: CONTENTS Educative and social goals Competences and resources Teaching materials FREPA in the curriculum Teachers Education That’s all folks ! But there is no end !

37. dank u wel gmadlobth obrigado спасибо tanemirt Ευχαριστώ enkosi kiitos misaotra

38. An example of teaching material – YOU are the learners! An example of teaching material YOU are the learners! What kind of knowledge / attitudes / skills can be developped by this activity ? FREPA – Competences and Ressources From teaching material to descriptors From descriptors to teaching materials More about Pluralistic approaches Which kind of approach? Pluralistic approaches to languages and cultures Other Teaching materials… Research in Database Online teaching materials